Dimensiones tecnológicas y humanas asociadas con la innovación educativa en estudiantes universitarios del Noroeste de México
Abstract
Digital transformation calls for a clearer understanding of the factors associated with innovative educational practices. This study examines how digital skills, technology use, human factors, and autonomy and critical use of technology relate to perceived educational innovation. The sample comprises 429 undergraduate students from one academic unit at a public university in Baja California, northwestern Mexico. The study uses a quantitative, nonexperimental, cross-sectional design and a 20-item Likert-type questionnaire. Exploratory factor analysis assesses construct validity, while Cronbach’s alpha assesses reliability. Multiple linear regression shows positive and significant associations for technology use, human factors, and autonomy and critical use. Digital skills show no significant independent contribution. The model explains 81.82% of the observed variation in perceived educational innovation. The findings highlight the role of human factors and critical technology use.
Downloads
References
Ardito, G., & Dron, J. (2024). The emergence of autonomy in intertwingled learning environments: A model of teaching and learning. Asia-Pacific Journal of Teacher Education, 52(2), 241–264. https://doi.org/10.1080/1359866X.2024.2325746
Çelik, F., & Baturay, M. H. (2024). Technology and innovation in shaping the future of education. Smart Learning Environments, 11, Article 54. https://doi.org/10.1186/s40561-024-00339-0
Chaw, L. Y., & Tang, C. M. (2024). Exploring the relationship between digital competence proficiency and student learning performance. European Journal of Education, 59(1), Article e12593. https://doi.org/10.1111/ejed.12593
Ciolan, L., & Manasia, L. (2026). Picturing innovation in higher education: A photovoice study of innovative pedagogies. Active Learning in Higher Education, 27(1), 167–197. https://doi.org/10.1177/14697874241245350
Consoli, T., Schmitz, M.-L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2025). Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning. Education and Information Technologies, 30, 7719–7752. https://doi.org/10.1007/s10639-024-13118-8
Criollo-C, S., González-Rodríguez, M., Guerrero-Arias, A., Urquiza-Aguiar, L. F., & Luján-Mora, S. (2024). A review of emerging technologies and their acceptance in higher education. Education Sciences, 14(1), Article 10. https://doi.org/10.3390/educsci14010010
de França Sá, A. L. (2026). Educational innovation and teachers’ human development. Human Arenas, 9, 2348–2367. https://doi.org/10.1007/s42087-025-00547-1
Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M. S. (2023). Digital transformation and digital literacy in the context of complexity within higher education institutions: A systematic literature review. Humanities and Social Sciences Communications, 10, Article 386. https://doi.org/10.1057/s41599-023-01875-9
Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. K. (2023). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 28, 12351–12382. https://doi.org/10.1007/s10639-022-11544-0
Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2024). Defining the meaning and scope of digital transformation in higher education institutions. Administrative Sciences, 14(3), Article 48. https://doi.org/10.3390/admsci14030048
Laufer, M., Deacon, B., Mende, M. A., & Schäfer, L. O. (2025). Leading with trust: How university leaders can foster innovation with educational technology through organizational trust. Innovative Higher Education, 50, 303–327. https://doi.org/10.1007/s10755-024-09733-5
Li, K. C., Wong, B. T. M., & Chan, H. T. (2023). Teaching and learning innovations for distance learning in the digital era: A literature review. Frontiers in Education, 8, Article 1198034. https://doi.org/10.3389/feduc.2023.1198034
Maldonado-Mariscal, K., & Alijew, I. (2023). Social innovation and educational innovation: A qualitative review of innovation’s evolution. Innovation: The European Journal of Social Science Research, 36(3), 381–406. https://doi.org/10.1080/13511610.2023.2173152
Mejías-Acosta, A., D’Armas Regnault, M., Vargas-Cano, E., Cárdenas-Cobo, J., & Vidal-Silva, C. (2024). Assessment of digital competencies in higher education students: Development and validation of a measurement scale. Frontiers in Education, 9, Article 1497376. https://doi.org/10.3389/feduc.2024.1497376
Mogas, J., Cea Álvarez, A. M., & Pazos-Justo, C. (2023). The contribution of digital portfolios to higher education students’ autonomy and digital competence. Education Sciences, 13(8), Article 829. https://doi.org/10.3390/educsci13080829
Pan, L., ul Haq, S., Shi, X., & Nadeem, M. (2024). The impact of digital competence and personal innovativeness on the learning behavior of students: Exploring the moderating role of digitalization in higher education quality. SAGE Open, 14(3). https://doi.org/10.1177/21582440241265919
Rêgo, B. S., Lourenço, D., Moreira, F., & Pereira, C. S. (2024). Digital transformation, skills and education: A systematic literature review. Industry and Higher Education, 38(4), 336–349. https://doi.org/10.1177/09504222231198728
Sailer, M., Maier, R., Berger, S., Kastorff, T., & Stegmann, K. (2024). Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education. Learning and Individual Differences, 112, Article 102446. https://doi.org/10.1016/j.lindif.2024.102446
Sjöberg, J., Hoveskog, M., Tell, J., & Cherni, W. (2024). Unveiling university students’ perceptions on their teachers’ digital competence. Education Sciences, 14(8), Article 891. https://doi.org/10.3390/educsci14080891
Zhou, X., Sun, K., Zhu, K., Feng, L., Sun, Q., & Zhong, D. (2025). The impact of digital literacy on university students’ innovation capability: Evidence from Ningbo, China. Frontiers in Psychology, 16, Article 1548817. https://doi.org/10.3389/fpsyg.2025.1548817
The authors transfer exclusively the right to publish their article to the Iberoamerican Journal of Complexity and Economics Sciences, which may formally edit or modify the approved text to comply with its own editorial regulations and with universal grammatical standards, before its publication; Likewise, our journal may translate the approved manuscripts into as many languages as it deems necessary and disseminate them in various countries, always giving public recognition to the author or authors of the research.
